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Students enrolled in Texas public schools shall be assessed for dyslexia and related disorders at appropriate times (TEC §38.003 (a)). The appropriate time depends on multiple factors including the student's reading performance; reading difficulties; poor response to supplemental, scientifically based reading instruction; teacher's input; and input from the parents/guardians. School shall recommend assessment for dyslexia if the student demonstrates the following:

Poor performance in one or more areas of reading and spelling that is unexpected for the student's age/grade

Characteristics and risk factors of dyslexia

Trained dyslexia evaluators administer a battery of assessments. Data from these assessments is analyzed to determine whether the student demonstrates characteristics of dyslexia. The campus Committee of Knowledgeable Persons determines the identification of dyslexia following a review of all accumulated data. Section 504 procedures are followed for students recommended for dyslexia assessment.

Following is a list of possible assessment tools which may be used to identify students with characteristics of dyslexia:

Assessments

English

Alphabet, Letters and Sounds

Kaufman Brief Intelligence Test, 2nd Edition (KBIT 2)

Comprehensive Test of Phonological Processing 2 (CTOPP 2)

Woodcock Reading Mastery Test-III (WRMT-III)

Decoding Skills Test (DST)

Gray Oral Reading Test 5 (GORT 5)

Test of Written Spelling (TWS-5)

Spanish

Alphabet, Letters and Sounds

Test of Oral Reading Proficiency in Spanish (TORPS)

Batería III

Students who have transitioned to English (usually grades 4 and above) are also administered the Woodcock Johnson III (English) and the following tests from the English testing battery: Alphabet, Letters and Sounds and the Decoding Skills Test (DST)

Upon analysis of the student's data, instructional recommendations for reading will be provided. The campus Section 504 committee will meet to review the recommendations and to determine the appropriate student services.